1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration.
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
We address distance, speed and time at the beginning of the school year. We have been repeatedly addressing the difference between the vectors and the scalars throughout the year. Motion graphs come in the middle of chapter 4 so in about a month or so.
d. What instructional activities did you use during the last school year to teach your students?
Last year I used "Interactive Lecture Demonstrations" with motion detectors, kind of like what we did in class the other day. The kids seemed to enjoy it and understand what was happening while they were doing it. They also had a lot of practice on webassign.net They bombed the midterm however. This year I am using a different curriculum. For average speed they created their own distance and time measuring devices and then found their average speed using their devices as they ran down the hall. The chapter project required them to design an experiment to measure the top average speed of 25 cars on their street and determine how many cars were speeding. For motion graphs they will do similar motion graphs performance predictions and explanation, and then they will apply their knowledge to analyze short video clips to demonstrate how they are physically impossible.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
<Add Science Learning Activity Types here What am I supposed to put here?>
(List three (3) activity types -- one (1) from each category (found in the reading)--This is still not clear. with an Online Resource listed for each Huh?)
How does this work - what app? This link is unclear Include a functional application to receive full credit I dont understand what is unclear. You don't need an app or a functional link. Students are just using the timers on their phones.
Knowledge Expression
write a report to the chief of police about the state of cars obeying the speed limit in their neighborhood
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Determine what forces or motion concept your students will need to know. List these on your teacher page. This is already listed below.
Select an appropriate Web 2.0 tool that you just learned about. Name it on your page.
Provide instructions on how students will use the tool to demonstrate their understanding.
Build the tool or post links to tool.
Create a posting to the Discussion area of this page.
In the subject area state your grade and topic.
In the message area, ask another teacher in our science learning community to evaluate your tool using the questions from Activity 1 in Part II of this workshop.
In the discussion area, evaluate another teacher's posting about an assessment tool.
The responses to the questions should be posted to the Discussion board of the Teacher Page where the assessment activity is viewed.
Check for feedback and discussion within the Science Learning Community....
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
Then create a quizlet of your own to demonstrate your understanding of motion graphs. It must be at least 5 flashcards long. You will be graded on the correctness of your flashcards and the relevance to the topic at hand.
Hi Ashley - just wanted to make sure that you knew that your answers to your posting for part 5 were not copied over correctly. It seems that some of the questions are missing answers. Which ones?
I will grade it as complete after you update the posting. Also, I have replied to your workshop 3 posting. There are some issues on that workshop as well. When you complete them both, I will sign off on your completion of the workshops. Thanks. Kathy
Workshop 6 - Scientific Investigations
Black Box Investigation
Write an objective for the investigation.
Students will understand that scientific ideas are not absolute and unchanging
Describe the assessment. Note: you may certainly use Web 2.0, but it is not required.
Students will write a reflection on the activity and how it relates to the nature of science and their role as a scientist.
State the task in 1-3 sentences.
Students are given the blackbox cube and asked what they think is on the bottom cube and to explain why. We then have a discussion about the nature of science.
What do you think is on the bottom of the box?
List your reasoning:
Do you know for sure what is on the bottom face?
Could you ever prove 100% what the pattern is?
What would happen to your thinking if I showed you the bottom of the cube?
Do scientists have an answer book?
How do scientists know if they have come up with a good explanation from their observations?
What are some situations where scientists cannot directly see what has happened, or is happening?
List the materials needed.
blackbox cube (see above)
Stage 2 Activity:
<Post your Stage 2 investigation here >
Objective:
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
Standard:
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
Misconceptions:
Acceleration is the same as speed.
Distance and displacement are the same.
Don't understand how to go from one graph to another
Task:
Make motion graphs using a motion detector and moving to match the instructions given.
Share your graphs on google docs.
Compare your graphs with your classmates
Use the PHET to practice making motion graphs
Procedure:
Grab one motion detector and labquest per group.
Follow the instructions on the Motion Graphs handout.
When you finish making your graphs, upload them to google docs using a laptop.
Compare your graphs with your classmates and answer the questions in the peer review section of your handout.
Use the PHET to practice making motion graphs. When you are ready go to http://www.edinformatics.com/math_science/vectors_scalars.htm to take a quiz. Use the snipping tool to take a screenshot of your score E-mail the screenshot of your score to Ms. Freeman in order to receive credit
Assessment: When you are ready go to http://www.edinformatics.com/math_science/vectors_scalars.htm to take a quiz. Use the snipping tool to take a screenshot of your score E-mail the screenshot of your score to Ms. Freeman in order to receive credit
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan
Your name:
Ashley Freeman
Lesson Title:
Motion Graphs
Grade Level:
9-12
State Standards:
1.1 Compare and contrast vector quantities (e.g., displacement, velocity, acceleration force, linear momentum) and scalar quantities (e.g., distance, speed, energy, mass, work).
1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration.
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time,
Lesson Question:
How can we go between graphs of acceleration, velocity, and position vs. time?
Introduction:
You can make graphs of position, velocity and acceleration. Now you are going to learn how to go from one to the other.
Task:
Make motion graphs using a motion detector and moving to match the instructions given.
Share your graphs on google docs.
Compare your graphs with your classmates
Use the PHET to practice making motion graphs
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Grab one motion detector and labquest per group.
Follow the instructions on the Motion Graphs handout.
When you finish making your graphs, upload them to google docs using a laptop.
Compare your graphs with your classmates and answer the questions in the peer review section of your handout. Google Drive
Use the PHET to practice making motion graphs. PHET - The Moving Man
Click to Run
When you are ready go to http://www.edinformatics.com/math_science/vectors_scalars.htm to take a quiz. Use the snipping tool to take a screenshot of your score E-mail the screenshot of your score to Ms. Freeman in order to receive credit Conclusion:
How do we go from position vs. time graphs to velocity to acceleration graphs? *Taken from Energizing Physics by Aaron Osowiecki and Jesse Southwick
Then create a quizlet of your own to demonstrate your understanding of motion graphs. It must be at least 5 flashcards long. In order to receive credit, your flash cards must show that you can do the things listed in the rubric below.
Assessment Rubric *Taken from Energizing Physics by Aaron Osowiecki and Jesse Southwick
Workshop Wiki Page - Ashley Freeman
Workshop 2 - MCAS Assessments & Curriculum Mapping
2.6 Curriculum Mapping Activity
a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
2012 High School Physics MCASQuestion 1 - What is the average speed?
Question 38 - Describe motion from a Speed vs. time graph
b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration.
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
We address distance, speed and time at the beginning of the school year. We have been repeatedly addressing the difference between the vectors and the scalars throughout the year. Motion graphs come in the middle of chapter 4 so in about a month or so.d. What instructional activities did you use during the last school year to teach your students?
Last year I used "Interactive Lecture Demonstrations" with motion detectors, kind of like what we did in class the other day. The kids seemed to enjoy it and understand what was happening while they were doing it. They also had a lot of practice on webassign.net They bombed the midterm however. This year I am using a different curriculum. For average speed they created their own distance and time measuring devices and then found their average speed using their devices as they ran down the hall. The chapter project required them to design an experiment to measure the top average speed of 25 cars on their street and determine how many cars were speeding. For motion graphs they will do similar motion graphs performance predictions and explanation, and then they will apply their knowledge to analyze short video clips to demonstrate how they are physically impossible.Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -<Add Science Learning Activity Types here What am I supposed to put here?>
(List three (3) activity types -- one (1) from each category (found in the reading)--This is still not clear. with an Online Resource listed for each Huh?)
How does this work - what app?
This link is unclear
Include a functional application to receive full credit
I dont understand what is unclear. You don't need an app or a functional link. Students are just using the timers on their phones.
<Add Stage 1 activity here>
Stage 1 Activity: Vectors and Scalars
Objective:
1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration.
Activity type: Conceptual Knowledge Building
Instructions:
Go to http://www.physicsclassroom.com/Class/1DKin/U1L1b.cfm
Study all of lesson one:
Take notes
Do the examples
Explain the diagrams in your own words
Try the practice problems and check your answers
When you are ready go to http://www.edinformatics.com/math_science/vectors_scalars.htm to take a quiz.
Use the snipping tool to take a screenshot of your score
E-mail the screenshot of your score to Ms. Freeman in order to receive credit
Online component:
See above
Classroom materials:
Laptop cart
Overhead projector
Assessment:
See above
<insert response here>
Workshop 5 - Developing and Using Web 2.0 Assessment Information
In the subject area state your grade and topic.
In the message area, ask another teacher in our science learning community to evaluate your tool using the questions from Activity 1 in Part II of this workshop.
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
Quizlet
Go to the following website and study the flash cards on motion graphs:
http://quizlet.com/20076866/motion-graph-multiple-choice-flash-cards/
Then create a quizlet of your own to demonstrate your understanding of motion graphs. It must be at least 5 flashcards long. You will be graded on the correctness of your flashcards and the relevance to the topic at hand.
Hi Ashley - just wanted to make sure that you knew that your answers to your posting for part 5 were not copied over correctly. It seems that some of the questions are missing answers. Which ones?
Please see: http://physics2.sciencecommunity.wikispaces.net/share/view/62800988 You will see what I mean.
I will grade it as complete after you update the posting.
Also, I have replied to your workshop 3 posting. There are some issues on that workshop as well. When you complete them both, I will sign off on your completion of the workshops.
Thanks. Kathy
Workshop 6 - Scientific Investigations
Black Box Investigation
- Write an objective for the investigation.
Students will understand that scientific ideas are not absolute and unchanging- Describe the assessment. Note: you may certainly use Web 2.0, but it is not required.
Students will write a reflection on the activity and how it relates to the nature of science and their role as a scientist.- State the task in 1-3 sentences.
Students are given the blackbox cube and asked what they think is on the bottom cube and to explain why. We then have a discussion about the nature of science.- Write the steps for the investigation.
Look at the black box cube.What do you think is on the bottom of the box?
List your reasoning:
Do you know for sure what is on the bottom face?
Could you ever prove 100% what the pattern is?
What would happen to your thinking if I showed you the bottom of the cube?
Do scientists have an answer book?
How do scientists know if they have come up with a good explanation from their observations?
What are some situations where scientists cannot directly see what has happened, or is happening?
- List the materials needed.
blackbox cube (see above)Stage 2 Activity:
<Post your Stage 2 investigation here >
Objective:
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
Standard:
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
Misconceptions:
Acceleration is the same as speed.
Distance and displacement are the same.
Don't understand how to go from one graph to another
Task:
Make motion graphs using a motion detector and moving to match the instructions given.
Share your graphs on google docs.
Compare your graphs with your classmates
Use the PHET to practice making motion graphs
Procedure:
Grab one motion detector and labquest per group.
Follow the instructions on the Motion Graphs handout.
When you finish making your graphs, upload them to google docs using a laptop.
Compare your graphs with your classmates and answer the questions in the peer review section of your handout.
Use the PHET to practice making motion graphs.
When you are ready go to http://www.edinformatics.com/math_science/vectors_scalars.htm to take a quiz.
Use the snipping tool to take a screenshot of your score
E-mail the screenshot of your score to Ms. Freeman in order to receive credit
Grouping:
3-4 students per group
Web 2.0 online component:
Google Drive
https://drive.google.com
PHET - The Moving Man
Classroom materials:
motion detector
labquest
motion graphs handout
Assessment:
When you are ready go to http://www.edinformatics.com/math_science/vectors_scalars.htm to take a quiz.
Use the snipping tool to take a screenshot of your score
E-mail the screenshot of your score to Ms. Freeman in order to receive credit
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan
Your name:
Ashley FreemanLesson Title:
Motion GraphsGrade Level:
9-12State Standards:
1.1 Compare and contrast vector quantities (e.g., displacement, velocity, acceleration force, linear momentum) and scalar quantities (e.g., distance, speed, energy, mass, work).
1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration.
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time,
Lesson Question:
How can we go between graphs of acceleration, velocity, and position vs. time?
Introduction:
You can make graphs of position, velocity and acceleration. Now you are going to learn how to go from one to the other.
Task:
Make motion graphs using a motion detector and moving to match the instructions given.
Share your graphs on google docs.
Compare your graphs with your classmates
Use the PHET to practice making motion graphs
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Grab one motion detector and labquest per group.
Follow the instructions on the Motion Graphs handout.
When you finish making your graphs, upload them to google docs using a laptop.
Compare your graphs with your classmates and answer the questions in the peer review section of your handout.
Google Drive
https://drive.google.com
Use the PHET to practice making motion graphs.
PHET - The Moving Man
When you are ready go to http://www.edinformatics.com/math_science/vectors_scalars.htm to take a quiz.
Use the snipping tool to take a screenshot of your score
E-mail the screenshot of your score to Ms. Freeman in order to receive credit
Conclusion:
How do we go from position vs. time graphs to velocity to acceleration graphs?
*Taken from Energizing Physics by Aaron Osowiecki and Jesse Southwick
Go to the following website and study the flash cards on motion graphs:
http://quizlet.com/20076866/motion-graph-multiple-choice-flash-cards/
Then create a quizlet of your own to demonstrate your understanding of motion graphs. It must be at least 5 flashcards long. In order to receive credit, your flash cards must show that you can do the things listed in the rubric below.
Assessment Rubric
*Taken from Energizing Physics by Aaron Osowiecki and Jesse Southwick
Resources:
(Please make sure that all digital media is linked and attributed!)
lab quest
motion detector
motion graphs handout
laptop cart
http://www.edinformatics.com/math_science/vectors_scalars.htm
http://quizlet.com/20076866/motion-graph-multiple-choice-flash-cards/
www.energizingphysics.com
http://phet.colorado.edu/en/simulation/moving-man
Teacher Notes:
For students that are ready, make the connection with calculus.